Cases On Historical Thinking And Gamification In Social Studies And Humanities Education

Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

This book reflects the various dimensions of play. It gathers together experience with role-play, tabletop, and online games and develops and assesses tools. It also reflects the human condition in this world of games as it becomes a digital world. We are living in a World of Games where every game is a world through which we learn about the world. A World of Games is fun and engaging, but it also provides deceptive pleasures. What may seem like fun is far from harmless. And then there are the many ways of learning in the mode of play.

How can a group be empowered to improve their ability to make decisions while also reinforcing the group’s intended values, beliefs, and behaviors? Like positive reinforcement, which introduces a desirable or pleasant stimulus after a behavior has been completed and has been found to be effective for reinforcing such behavior, serious games introduce the behavior as a pleasant experience through engagement and entertainment. Where positive reinforcement relies heavily on the willpower of the subject to complete the behavior on their own, serious games introduce a motivational factor from the beginning of the behavior. Serious games are designed for purposes other than entertainment, such as training, learning, creating awareness, or behavior transformation through the introduction of content, topics, narratives, rules, and goals. They are immersive, engaging, and enjoyable, which enhances motivation and learning. The development of serious games is grounded in theoretical backgrounds, such as motivation, constructivism, flow experience, problem-based learning, and learning by doing. This method has been used in a variety of industries, including education, healthcare, military, policy analysis, and business functions such as marketing or financial purposes. They facilitate problem solving through challenges and rewards and use entertainment and engagement components. Serious games can address specific skills for many domains, foster collaboration, provide risk-free environments, and be used as analytical tools for educational research. They reinforce intended values, beliefs, and behaviors of players while conveying knowledge, skills, and attitudes, providing an integrated and effective approach to the transformation of an individual, group, or organization. The Handbook of Research on Decision-Making Capabilities Improvement With Serious Games discusses the use of advanced technologies including extended and immersive reality, digital twins, augmented reality (AR), virtual reality (VR), mixed reality (MR), and IoT sensors to improve decision-making skills and learning through serious games. This book discusses user engagement, game adaptation, content adaptation, and sensor technology. It showcases how to increase decision-making skills in individuals and organizations and incorporates the latest developments in artificial intelligence and machine learning. Led by experts with over 20 years of experience and covering topics such as serious game design, intelligent content adaptation, and machine learning algorithms. This book is designed for professionals in education, instructional designers, curriculum developers, program developers, administrators, educational software developers, policymakers, researchers, training professionals, privacy practitioners, government officials, consultants, IT researchers, academicians, and students.

The changes that have occurred in today's society require Higher Education to be highly efficient in the academic and professional preparation of young people who enter university. For that reason, universities around the globe have been advocating in recent years for an improvement in the quality of teaching-learning processes. As an example, the World University Consortium (2023) currently presents, among its most urgent and priority objectives, the identification of the best evaluative practices of the educational processes that are carried out at the University, as well as the recognition of the actions aimed at improving educational processes based on scientific evidence. In this way, it seeks to distinguish all those educational actions that are at the forefront; going from actions at the micro level, such as individual teaching practices in the classroom (such as the application of the flipped classroom or the use of augmented reality); up to actions taken at the macro level such as those proposed in the Horizon Europe 2020 strategy.

Despite the growing number of books designed to radically reconsider the educational value of video games as powerful learning tools, there are very few practical guidelines conveniently available for prospective history and social studies teachers who actually want to use these teaching and learning tools in their classes. As the games and learning field continues to grow in importance, Gaming the Past provides social studies teachers and teacher educators help in implementing this unique and engaging new pedagogy. This book focuses on specific examples to help social studies educators effectively use computer simulation games to teach critical thinking and historical analysis. Chapters cover the core parts of conceiving, planning, designing, and implementing simulation based lessons. Additional topics covered include: Talking to colleagues, administrators, parents, and students about the theoretical and practical educational value of using historical simulation games. Selecting simulation games that are aligned to curricular goals Determining hardware and software requirements, purchasing software, and preparing a learning environment incorporating simulations Planning lessons and implementing instructional strategies Identifying and avoiding common pitfalls Developing activities and assessments for use with simulation games that facilitate the interpretation and creation of established and new media Also included are sample unit and lesson plans and worksheets as well as suggestions for further reading. The book ends with brief profiles of the majority of historical simulation games currently available from commercial vendors and freely on the Internet.

Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the countryâe(tm)s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachersâe(tm) lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase studentsâe(tm) capacity to critically read and assess the nature of the complex culture in which they live.

A collection of scholars and teachers of history unpack how computing technologies are transforming the ways that we learn, communicate, and teach.

WHY PUBLISH: - Leading edge research in the rapidly expanding field of CALL. This book also includes broad coverage of theory and practical applications. - International range of case studies. - The authors have a strong publication record in this field of study.